Event Title
An Introductory Patient Safety Curriculum in a Problem-Based Learning Domain
Location
DeVos 117E
Start Date
7-1-2011 9:45 AM
End Date
7-1-2011 10:00 AM
Description
Purpose of Presentation: The Institute of Medicine report "To Err is Human" has highlighted the prevalence of patient harm from medical error. Health professions colleges are challenged to incorporate patient-safety related knowledge, skills and attitudes into already-packed curricula. Preceptors are often unfamiliar with this material. We describe the implementation of an introductory patient safety/medical errors curriculum that has been integrated into our problem-based learning (PBL) domains.
Methods: A medical errors/patient safety theme was added to the 2008 cardiovascular PBL domain. An introductory lecture begins with 10 pretest questions, and then discusses the findings of the 10M reports, basic patient safety science principles (medical error genesis, failure mode effect analysis, human factors engineering, and root cause analysis) and principles of apology. Based on Joint Commission Patient Safety Goals, "patients" in the domain "experience" typical medical errors and their attendant morbidity and mortality. Stimulus questions and reference materials with cases enable students to learn independently and within small group. Patient safety/medical error questions are included on the final domain examination.
Results: Students rated the lecture overall as 3.6/5, average rating for all lectures was 3.9/5. Average performance on 10 pretest questions was 50%. Average performance on the 4 final examination questions was 79%. Faculty comments were positive.
Conclusions: The addition of an introductory patient safety/medical errors curriculum to a PBL domain was efficient and effective in increasing student knowledge. Preceptors were appreciative. The curriculum committee voted to expand this curriculum to every PBL domain. Students and their faculty preceptors are learning this material together.
An Introductory Patient Safety Curriculum in a Problem-Based Learning Domain
DeVos 117E
Purpose of Presentation: The Institute of Medicine report "To Err is Human" has highlighted the prevalence of patient harm from medical error. Health professions colleges are challenged to incorporate patient-safety related knowledge, skills and attitudes into already-packed curricula. Preceptors are often unfamiliar with this material. We describe the implementation of an introductory patient safety/medical errors curriculum that has been integrated into our problem-based learning (PBL) domains.
Methods: A medical errors/patient safety theme was added to the 2008 cardiovascular PBL domain. An introductory lecture begins with 10 pretest questions, and then discusses the findings of the 10M reports, basic patient safety science principles (medical error genesis, failure mode effect analysis, human factors engineering, and root cause analysis) and principles of apology. Based on Joint Commission Patient Safety Goals, "patients" in the domain "experience" typical medical errors and their attendant morbidity and mortality. Stimulus questions and reference materials with cases enable students to learn independently and within small group. Patient safety/medical error questions are included on the final domain examination.
Results: Students rated the lecture overall as 3.6/5, average rating for all lectures was 3.9/5. Average performance on 10 pretest questions was 50%. Average performance on the 4 final examination questions was 79%. Faculty comments were positive.
Conclusions: The addition of an introductory patient safety/medical errors curriculum to a PBL domain was efficient and effective in increasing student knowledge. Preceptors were appreciative. The curriculum committee voted to expand this curriculum to every PBL domain. Students and their faculty preceptors are learning this material together.